A Meta-Analysis on the Cognitive and Linguistic Correlates of Reading Skills among Children with ASD

Autor/inn/en	Wang, Ying; Lan, Zhu; Duan, Isabella; Peng, Peng; Wang, Wei; Wang, Tengfei
Titel	A Meta-Analysis on the Cognitive and Linguistic Correlates of Reading Skills among Children with ASD
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 6, S.1487-1514 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Ying) ORCID (Peng, Peng) ORCID (Wang, Wei) ORCID (Wang, Tengfei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10338-7
Schlagwörter	Cognitive Ability; Reading Skills; Autism Spectrum Disorders; Children; Intelligence; Executive Function; Linguistic Competence + Suchen Sie Ihr Suchwort? Denkfähigkeit; Reading skill; Lesefertigkeit; Autism; Autismus; Child; Kind; Kinder; Intelligenz; Klugheit; Sprachkompetenz
Abstract	This meta-analysis aimed to systematically investigate the cognitive and linguistic correlates of both word decoding and reading comprehension among children with Autism Spectrum Disorder (ASD) across orthographies. Based on data from 26 studies of 1.92- to 18.92-year-old children with ASD, we found that (1) intelligence, theory of mind, and executive function exhibited modest associations (rs = 0.41, 0.46, and 0.39, respectively) with reading; (2) phonological awareness, semantic skills, and syntax skills also showed modest associations (rs = 0.53, 0.50, and 0.53, respectively) with reading; (3) cognitive and linguistic skills showed comparable contributions to word decoding and reading comprehension, when both skills were analyzed in the same model with meta-analytic structural equation modeling; (4) age, language type, publication type, sample type, and reading measures did not moderate the relations. Taken together, these findings suggested that although children with ASD exhibit language weaknesses, their linguistic skills still made important contributions to reading development beyond cognitive skills. Further, cognitive skills may compensate for language deficits in children with ASD's reading development. Implications for reading interventions in children with ASD were also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01